Training
strategies
& Session
planning
Training strategies
Session objective;


learn what training strategies is
be able to apply the strategies learnt
What is training strategy
the appropriate means to
achieving the defined goals and
objectives
Strategies
Enhancing Knowledge
Learner will understand the facts/information
therefore the strategy is to:
 provide the facts and information in a way that it
will be retained for future use

Strategies
Developing Skills
Learner will be able to
“do something”
therefore the strategy is to:

demonstrate or provide instructions to practice
with feedback to correct mistakes
Strategies
Clarifying Attitudes
Learners will adopt new values, perspectives
therefore the strategy is to:
provide an opportunity for self analysis through
feedback and value clarification exercises
Session planning
A logical approach to effective planning;
THE FLOW CHART
Training Medium
• Training Medium
• Major Types
• Elements
• OHP/Powerpoint
• Audio & Video
• Slide Projector
• Flip Chart/White Boards
• Felt Boards
• Flash Cards
Training Medium
Medium available to ensure that the communication is
clear, understandable, and as effective as possible.
Training Medium

Benefits
 Retention
 Impact
 Understanding
 Attention
Training Medium:
Major Types
Overhead Projector
 Audio & Video
 Slide projector
 Flip Charts/White Boards
 Felt boards
 Flash cards

Training Medium:
Elements
Graphics: for summarizing information through
drawings, words, symbols, pictures
 Tables: for showing categories in sequence
 Charts: for summarizing data, explaining process,
describing a set of relationships
 Posters: for display in public place to attract attention to
reinforce ideas, attitudes

Training Medium:
OHP/Powerpoint

Useful for:




Sub-titles of lecture: with short supporting text
Definitions
Graphics
Tables
Training Medium:
OHP/Powerpoint

Things to be noted







font size is large to be seen by those at the back
visuals are in correct sequence & numbered
check the equipment in advance
read off the glass/screen
you are not blocking someone’s view
turn it off when not in use
electricity is guaranteed; back-up needed
Training Medium:
OHP/Powerpoint

Rules for making transparencies:




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Main Title: Minimum 24 font size
Sub-titles: minimum 20 font size
Text: minimum 18 font size
Lines: not more than seven lines on each transparency
At least 2 different font types
Training Medium:
Audio & Video

Useful for




individualised learning, distance learning, small group
instruction
Pre-recorded speeches of experts
demonstrate real/simulated events
demonstrates actions/reactions
Training Medium:
Audio & Video

Things to note





pre-test the equipment
ensure that the cassettes are in starting point
ensure that the sound and picture quality is audible and
visible
the physical environment is quiet and dark
avoid audio and video aids soon after a heavy meal
Training Medium:
Slide Projector

Useful for:




to show outside events inside the room
photographs of processes
scenic photos to change the mood of the participants
to have an impact & emphasise the area under discussion
Training Medium:
Slide Projector

Things to note:





pre-test the equipment
ensure that slides are in the right order
ensure picture quality is visible
the physical environment is quiet and dark
supplement the visuals with explanations
Training Medium:
Flip Charts/White Boards

Useful for:



writing the main points or structure of session in advance
writing down the input provided by the participants as it
comes
writing important points during the session
Training Medium:
Flip Charts/White Boards

Things to note:




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use large, readable letters; avoid using full capital letters
don’t speak as you write. turn to the audience while speaking
avoid spelling errors
ensure that those at the back can read
use chiseled tipped markers for thicker, more visible writing
Training Medium:
Felt Boards

Useful for:




Cut outs
Display of flash cards
Display of chart paper
Display of outcomes of group work
Training Medium:
Felt Boards

Things to note:



ensure that the board is placed in view of all participants
ensure that materials on the board are visible to all in the
room
ensure that there is sufficient amount of board pins to place
the material
Training Medium:
Flash Cards

Useful for:



writing and placing participants’ input in a few words
writing the main points and placing them on the felt board as
you speak
re-categorising ideas put on the cards after a brainstorming
session
Training Medium:
Flash Cards

Things to note:




only one or two words can be written
large writing is required
avoid using too many cards especially for a large group
colour combination can be used for categorising
CHOOSING APPROPRIATE
TRAINING TECHNIQUES
Knowledge (facts/information)
Learner
will understand
Training Activities
Reading, songs, lectures, brainstorming, TV,
radio, audio-tapes, video, computer, programmed
instruction, debate, panel, interview, gallerieswork stations, field trips
CHOOSING APPROPRIATE
TRAINING TECHNIQUES
Skills
Learner
will be able to do something
Training Activities
Demonstration or instructions followed by
practice with feedback to correct mistakes; role
playing, in -basket exercises, drill, games,
coaching, case studies, worksheets, simulations.
CHOOSING APPROPRIATE
TRAINING TECHNIQUES
Attitudes
Learners will Adopt new values, perspectives
Training Activities
Discussion, role play, role-modeling, values
clarification exercise, film/video, case study,
critical incidents, debate, games, self-analysis,
feedback, simulation, field trips
Monitoring &
Evaluating
Training
Why evaluate?





corrective measures
ideas
what works and what does not
reinforcement
others
EVALUATE, WHAT?




SATISFACTION
LEARNING
APPLICATION
PERFORMANCE
Donald Kirkpatricks’ four level model, introduced in
1959
EVALUATING SATISFACTION



We want to know the participants estimation
of the professionalism of;
the trainers
the quality of materials used
the pace of instruction
“assessing
the learning
environment”
EVALUATING LEARNING
Have the participants acquired the
KNOWLEDGE, SKILLS &
ATTITUDE that was shared in the course of
the training
EVALUATING
the “KSA’s”
KNOWLEDGE:



Written exams
oral exams
application in other training activities
EVALUATING
the “KSA’s”
SKILL:






observation on the job or in practical
role play
case studies with decision-making
development of product
training design
drama
EVALUATING
the “KSA’s”
ATTITUDE: Indirectly by




observing behaviors
interpersonal relations
approaches to issues/problems
choices of activities
EVALUATING APPLICATION
Whether the participants have the
intention to apply their learning
followed up to check the initiatives
EVALUATING PERFORMANCE
Did the training make a measurable
difference to the persons performance
POST TRAINING MONITORING



Guidance,
Coaching and
Mentoring
METHODOLOGIES





Survey questionnaire
Key informant interviews
Focus group interviews
Observation
Informal survey